(SRBIIIPI) Scientific, research-based interventions in integrated pronunciation instruction - 1

Clipart:
Clker

SRBI is a very catchy acronym in contemporary eduction. The 12 principles involved, which focus on system-wide design of instruction delivery, are listed on page 2 of the linked document. Very impressive sounding, especially the "scientific, research-based" qualifiers up front. So how can we be sure that we are doing SRBI in stepping in to provide feedback or correction during a speaking-oriented lesson? (The research in the field on effectiveness of such classroom interventions as "noticing," "focus on form," "uptake," "re-modeling"and a few others, especially in grammar-oriented instruction is inconclusive, at best--let alone suggestive of how to actually conduct such impromptu pronunciation interventions.)  In considering how to make such effective, on-the-spot, in process interventions in integrated pronunciation instruction, with a little of the usual "application by analogy" that happens regularly on this blog, that SRBI model is useful. Here are four relevant bullets. (Visualize this applying on a moment-by-moment basis in a conversation class, for example, where students have stumbled onto a pronunciation issue that really deserves attention immediately):

• The use of research-based, effective instructional strategies both within and across a variety of academic domains.
• Differentiation of instruction for all learners, including students performing above and below grade level expectations and English language learners (ELLs).
• Common assessments of all students that enable teachers to monitor academic and social progress, and identify those who are experiencing difficulty early.
• Early intervention for students experiencing academic and/or behavioral difficulties to prevent the development of more serious educational issues later on.

Clipart: Clker

Tomorrow's post will take those four bullets as a point of departure to consider what we might call "Experience-based pronunciation interventions," a few of the strategies (including haptic-integrated examples) that experienced instructors resort to on such occasions which address the problem, provide learners with a good anchor for remediation and practice--all without irreparably disrupting the overall flow of the class and the topic under discussion. Will, of course, invite your contributions to that discussion as well!